The objective of the study was to determine the effect of the aquarium, an active learning approach, on the Turkish verbal skills of bilingual students. An experimental design with pre-test and post-test control group was used in the study. The study and control groups included 48 bilingual students who attended the seventh grade in a state secondary school in Tuşba county in the province of Van in 2015-2016 academic year. In the analysis of the obtained data in the study, parametric t-test statistic was used via the SPSS 20 software. General assessment of the study findings demonstrated that that there was no statistically significant difference between pretest Turkish verbal skill scores of the students in the experiment and control groups, however a statistically significant difference was observed between the posttest Turkish verbal skill scores of the students in the experiment and control groups, favoring the experimental group where the aquarium technique was applied. In other words, it was determined that instruction with the aquarium technique resulted in higher achievement in Turkish verbal skills of bilingual 7th grade students when compared to the instruction conducted with the activities found in 2006 Turkish Language Course curriculum textbooks.
Active learning approach, aquarium technique, bilingual students, Turkish verbal skills.